Figure 4.1 The Students Questionnaire Score
Based on the figure 4.1 above the researcher concludes that the most strategies that used by the 20 students at the SMPN Satu Atap Tompotana was Memory strategies
got 44.00 in fair category and the students who used social strategies got 39.00 in fair category. To see clearly the communication strategy used by the students following the table 4.4.
1. Memory Strategies
Razmjoo and Ardekani (2011: 118) Memory strategies are techniques to help learners store new information in memory and retrieve it later, a strong memory connection between the forms and meaning of the words for the purpose of remembering them either by placing them into context or simply in a meaningful sentence, story, or conversation.
Table 4.3 shows that the students 13 students (65%) did the strategies in the first statement while 3 students (15%) Neutral and 4 students (20%) did not do it, in the second statement the students who use phonetic spelling and/or accent marks written in the dictionary to memorize new words was 14 (70%), 2 students neutral and one students 4 students did not do it, it is means that almost all students remember words with dictionary or notes, in the third statement the students who remember words with action in daily activities was 12 students (60%) 4 students (20%) neutral and not use this strategies and in the fourth statement 7 students (35%) remember words with my action in daily activities, 6 students neutral (30%) and 7 students 7 students (35%) did not use this strategies, it s means that the students do not remember words with their action in daily activities
2. Cognitive Strategies
Haddad (2015: 16) point out the Cognitive strategies are direct mental operations which are concerned with working on new words in order to understand, categorize and store them in the mental lexicon,
in the table 4.3 statement number 5 the students who practice pronunciation by saying English words over and over was 6 students or (30%) use this strategy, 7 students or (35%) neutral, and students or 7 (35%) do not use this strategies, in statement number 6 8 students or 40%, practice speaking ability in room individually use this strategy, 6 students or 30% neutral, students or 6 30% do not use this strategies, statement number 7 apply some language learning strategies to improve speaking ability was 11 students or 55% use this strategy, while 6 students or 30% neutral and 3 students or 15% did not do it and statement number 8 I join a foreign language club and make friends with native speakers 10 students or 50% use this strategy, 2 students or 10% neutral and 8 students or 40% do not use this strategies
3. Compensation Strategies
Razmjoo and Ardekani (2011: 118) defines Compensation strategies are behaviors used to compensate for missing knowledge, These strategies can be summarized in assistance for help by asking translation which was the most common strategy used by the participants while speaking with their teacher.
In the statement number 9 When I do not know how to say a word in English, I say it in Indonesian language my mother tongue 7 students or 35% use this strategy, 4 students or 20% neutral and 9 students or 45% did not do it, statement number 10 when I forget my conversation I use to repeat the question or conversation before 6 students or 30% use this strategy, 2 students or students or 10% neutral, 12 students or 60% do not use this strategies, statement number 11 When I forget the meaning of certain English words, I use the synonym of those words 5 students or 25% was used this strategy, students or 7 students or 35% neutral, 8 students or 40% did not do it, statement number 12 When I forget the meaning of certain English words, I use mime, gesture or physical movements to show it 6 students or 30% was used this strategy, 3 students or 15% neutral and 11 students or 55% do not use this strategies
4. Metacognitive Strategies
Haddad (2015: 16) Metacognitive strategies are indirect strategies employed by the speaker consciously with efforts for the purpose of remembering new words. In the table 4.3 statement number 13 I make time schedule to practice my speaking 5 students or 25% was used this strategy, 2 students or 10% neutral and 13 students or 65 % do not use this strategies, statement number 14 I set speaking goal such as being able to speak fluently like a native speaker 5 students or 25% was used this strategy while 2 students or 10% neutral and 13 students or
65% did not do it while in the statement number 15 I evaluate the progress of my speaking and correct the mistakes I do in speaking English 3 students or 15% 3 students was used this strategy or 15%
neutral and 14 students or 70% do not use this strategies 5. Affective Strategies
Affective strategies can help learners, for instance, relax or gain greater self-confidence and perseverance needed to involve themselves actively in language learning, based on the statement number 16 I take deep breath before starting speaking English in front of my people to reduce anxiety 1 students or 5% use this strategies, 6 students or 30% neutral and 13 students or 65% did not do it, statement number 17 I read motivation book to make self confidence in speaking ability 4 students or 20% use this strategies, 2 students or 10% neutral and 14 students or 70% did not do it, while in the statement number 18 I say positive statements to myself which encourage me to speak English inside and outside of the classroom 3 students or 15% use this strategies,4 students or 20% neutral and 13 students or 65% do not use this strategies
6. Social Strategies
Social strategies, which are generally regarded suitable to a wide variety of tasks, use interaction with other people to improve language learning, statement number 19 I practice my speaking with my friends such as having temporary pair or small group 2 students or
10% was used this way, 2 students or 10% neutral and 16 students or 80% do not use this strategies, statement number 20 I practice my speaking by having conversation with native speakers that I meet outside the classroom 0 students or 0% no students was used this way,7 students or 35% neutral and 13 students or 65% did not do it. To see clearly see the following table 4.4:
The table 4.5 the Students Strategies
No
Language Learning strategies
Score Category
1 Memory Strategies 71.50 Very Good
2 Cognitive Strategies 64.75 Good
3 Compensation Strategies 54.50 Good 4 Metacognitive Strategies 45.33 Fair
5 Affective strategies 44.00 Fair
6 Social strategies 39.00 Fair
Based on the result above the researcher concludes that the most strategies that used by the 20 students at the SMPN Satu Atap Tompotana was Memory strategies, it is mean that the communication strategy in give medium effort in teaching speaking at the SMPN Satu Atap Tompotana.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts there are conclusion and suggestion.
The first part presents some conclusion based on the data analysis and findings in the previous chapter. Then, the second part presents some suggestions based on the findings and conclusions of this research.